THE POLITICAL STORM: GLOBAL CLIMATES OF CHANGE 1750-1914 Revolutionary concepts and movements in North America, Latin America, Europe and Asia By Josh Hardie, Phyllis McDonald, Dan Leyba 1
LESSON OBJECTIVES: Student Will Be Able (SWBA) to gain an understanding of those people and events that led to revolutions in North America, Latin America, Europe and Asia. SWBA to compare and contrast different causes and effects of revolutionary countries. NM Benchmark 1C: 3, 6 2
DAILY OBJECTIVES: DAY 1: Discuss background of European Politics and the prior influences that lead to revolutionary ideas. 55 Minutes DAY 2: Discuss the American and French Revolutions. Students shall participate in an in-class discussion comparing and contrasting the American and French Revolutions. 55 Minutes DAY 3: Discuss the outcomes of the revolutions in the West; American, French (1790s and 1848-1849). Review the contrast of the outcomes of both the American and French Revolutions. 55 Minutes DAY 4: Discuss Latin American Revolutions and the reforms of Meiji Japan. 55 Minutes DAY 5: Students will be able to gain an understanding of post revolutionary governmental responsibilities by participating in a class project: Develop a post-revolutionary government that addresses the efforts needed to secure the country and return to normalcy. 55 Minutes 3
EARLY EUROPEAN POLITICS NOTES: REVOLUTIONARY IDEAS In the mid-1700s all of Europe s major nations were monarchies Some were parliamentary allowing some level of popular representation but MOST were absolute PROGRESS OF THE HUMAN MIND French writer Marquis de Condorcet is author Concluded that progress was inevitable Humankind was on the verge of perfection He is only partially correct REVOLUTIONAR Y THINKING Before industrialization New ideas and social pressures caused a series of social and political revolutions in the West 4
The Marquis de Condorcet Author of the Progress of the Human Mind. 5
POLITICAL REVOLUTIONS NOTES: REVOLUTIONARY IDEAS Began with the American Revolution in 1776 which was a colonial uprising against British authority Followed by the French Revolution in 1789 where the king and queen of France were deposed and both lost their heads CAUSES: New intellectual philosophical reasoning arguing the rights of all men Enlightenment thinkers had challenged the existing order and opened a gap between intellectuals and established institutions There were businesspeople who joined because of the encouragement of economic and technical change Population increase was a huge factor and contributed to rapid expansion of domestic manufacturing and consumerism Sexual behavior changed especially in lower classes and produced more out-of-wedlock births Upper-class families began to tighten their grip on public offices 6
THE AMERICAN REVOLUTION NOTES: AMERICAN REVOLUTION After 1763 (end of the 7 Years War) British taxed their North American colonies heavily to pay for the previous war with France Did not allow colonials a voice in British Parliament; led to taxation without representation Resisted British attempts to impose new taxes, restrict westward movement, and trade controls Young men seeking new opportunities turned against the older colonial leadership Revolution followed in 1775 but the fighting began much earlier The British won the majority of battles fought on land except for two important ones: Saratoga and Yorktown The Colonials, with the aid of the French Navy won a majority of sea battles that helped turn the tide of the war British mistakes and French aid helped the American Colonists win their independence 1789 created a unifying constitution with a Bill of Rights for the citizens Built a strong representative democracy that exists today 7 Slavery still continued
George Washington directs the Colonial Army during a Revolutionary Battle 8
9 George Washington directs the Colonial Army during a Revolutionary Battle: Another view?
FRENCH REVOLUTION NOTES: FRENCH REVOLUTION Circa 1789-1793 Peasantry wanted change and rights Fueled by enlightenment thinkers who called for limitations on aristocratic and church power and an increased voice for ordinary citizens Middle classes wanted a greater political voice Growing commercial activity created a greater market based economy The ruling elite refused to reform or acknowledge the lower classes Louis XVI (16 th ) called a meeting of the long ignored parliament to resolve grievances; the control was lost to middle-class representatives in 1789 The Declaration of the Rights of Man and the Citizen was proclaimed by the assembly Peasants armed with farming tools stormed the Bastille, a prison housing political prisoners, with the aid of the Royal Guard Events finally led to the overthrow of the monarchy and the beheading of Louis 16 th in 1793 10
FYI The scholarly portrait shown here is of Montesquieu. Although a noble by birth, Montesquieu used knowledge of French Law and Enlightenment ideas to write his most famous work, The Spirit of the Laws, a work detailing the failings of the French Monarchy and aristocracy. He combined a study of the environmental and social relationships, which he called natural law with traditional customary law and showed how the spirit of the law applied to all people. His work will be used during and after the French Revolution as a foundation for French Law. (Shackleton) 11
Art depictions of events during the French Revolution. The painting on the right depicts the peasant attack on the Bastille. 12
FRENCH REVOLUTION Cont. NOTES: FRENCH REVOLUTION The underlying causes of the French revolution are due to: A poor grain harvest that led to a shortage of bread, the staple of the poor and lower classes Mismanagement of finances that led to an overhaul of the imperial coffers; a little too late and against the king s wishes The country caved to its staggering debts Suspicion grew as to the king s efforts to fix the country Two political factions took power: Sans Coulats and the Philosophs After the king lost his head the fighting continued between the two political factions which led to hundreds of political figures (even those who represented the revolution) loosing their lives at the guillotine Civil unrest, lack of organized government, and absence of bipartisanism led to the rise of Napoleon Bonaparte Clearly set in motion the political restructuring of western Europe Before revolution the First and Second Estates (social classes) did not have to pay taxes 13
THE RISE OF NAPOLEON NOTES: NAPOLEON Final phase of the revolution appeared when a leading general converted the revolutionary republic into an authoritarian empire Napoleon concentrated on foreign expansion Different Artist s renditions of Napoleon Bonaparte 14
NAPOLEON Cont. NOTES: NAPOLEON By 1812 France dominated most of Western Europe with the exception of Britain Resistance in Portugal and Spain, a disastrous invasion of Russia and British intervention crushed Napoleon s empire by 1815 Most of the ideals of the French Revolution survived the defeat equality under the law, popular nationalism and the attack on privileged institutions EUROPE AFTER NAPOLEON France was not punished severely Border states strengthened Europe would remain fairly stable for half a century However, new revolutionary movements arose to challenge the conservative victors Liberals sought to limit state interference in individual life and to secure representation of propertied classes in government Radicals pushed for voting rights Socialists attacked private property and capitalist exploitation 15
FRENCH REVOLUTION: RADICAL PHASE NOTES RE-TEACH The execution of the king The introduction of the metric system of weights and measures An extension of the revolution to warfare in the Low Countries, Italy and Germany A full-scale attack on private property Radicals: The chief goal of any constitution should be to secure the vote for all men, regardless of class or wealth. Final phase of the French Revolution began in 1799 The phrase heads will roll comes from French Revolution. As depicted on the right, public executions became the norm in this very bloody revolution. 16
EUROPE AFTER NAPOLEON Cont. NOTES: POST NAPOLEON Nationalists, allied with other groups, stressed national unity All groups gained some political ground Centered on constitutional structures and political participation New revolutions with varying results occurred in the 1820s and 1830s in Greece, Spain, Portugal, France, Germany, and Belgium Most of these revolutions secured increased guarantees of liberal rights and religious freedoms Only Britain and the U.S. will extend male suffrage REVOLUTIONS OF 1848 and 1849 Because governments were unresponsive to lower-class complaints against the lack of help to compensate for industrial change 1848 a popular uprising in France overthrew the monarchy in favor of a brief democratic government These revolutions generally failed as conservatives and middle class groups protected their interests The result, by 1850, was the development of a new class structure as the aristocrats declined in power and social structure became based on wealth 17
CONSOLIDATION OF THE INDUSTRIAL ORDER NOTES: BRITISH REFORM Industrial development continued after 1850 Brought new social changes Political unification in Germany and Italy Other governments elsewhere developed new functions in response to change The rise of socialism changed political conditions Urban growth continued at a slower pace The city life ameliorated for all classes FIRST REFORM ACT In Great Britain It improved districting and the operation of the voting system for parliament 18
UNIVERSAL MANHOOD SUFFRAGE NOTES: RE-TEACH One of the reforms that conservative politicians were most willing to enact in order to gain the support of both liberals and the working class SOCIALISM Had the largest political voice (party) in Germany Was a theory of Karl Marx who was a German NAPOLEON S LEGACY The Bank of France The university system The Civil Law Code KLEMENS VON METTERNICH The principal architect of the Congress System that prevailed in Europe during the first half of the 1800s 19
Two very different views of government that came out of 19 th century Europe: Karl Marx, left, and the ideas of communism and Klemmens Von Metternich, right, who developed the Congress System. 20
COLONIES TO INDEPENDENCE NOTES: LATIN AMERICA Most Latin American nations gained independence from colonial control early in the 19 th century The political culture of leadership had been shaped by the Enlightenment The colonial heritage did not include participatory government Highly centralized states had created patterns of both dependence and resentment Class and regional interests divided nations Wealth was unevenly distributed The rise of European industrial capitalism placed Latin American nations in a dependent economic position By the late 18 th century Creole elites questioned the necessity of remaining colonial subjects Most of the population resented government policies (Spanish) Early attempts at revolution failed because the elites feared the power of those under them 21
On Sept. 16 1810, a Catholic Priest, Miguel Hildalgo y Castilla rang the church bells of village of Delores Mexico and incited the Indian population to rise up against the oppression of their Spanish task masters. September 16 (in some cases 15 and 16) is celebrated as Mexico s Independence Day. (Britanica) 22
POLITICAL CHANGE LATIN AMERICA NOTES: LATIN AMERICA The American and French Revolutions (mostly American) provided a model for colonial rebellion French Revolution provided revolutionary ideology but was rejected for being too radical The first revolution being the slave revolt on the French island of St. Domingue led by Francois-Dominique Toussaint L Overture in 1791 Ended in 1804 Set up the independent republic of Haiti Independence led mostly by American-born whites or creoles EVENTS THAT CAUSED INDEPENDENCE: The American Revolution The French Revolution The successful slave revolt in Haiti Napoleon s invasion of Spain and Portugal HAITI INDEPENDENCE Differed from other S. American in that it began as a slave revolt against slave holders and led to independence 23
Francois-Dominique Toussaint L Overture 24
INDEPENDENCE LEADERS NOTES: RE-TEACH In South America were mostly moderates who wanted some democratic institutions but feared the masses BRAZIL Independence differed from the rest of Latin America in that it was: Declared and led by the Portuguese regent in Brazil, who became emperor INDIAN POPULATION Remained largely outside the national political life 25
MEIJI RESTORATION NOTES: JAPAN Political power was centralized and the Emperor s authority was restored Abolished feudalism Expanded state power Established a system of nationally appointed prefects Strengthened the emperor s position NATIONAL STRENGTH Avoided the fates of Qing China and the Ottoman Empire by reforming, modernizing, westernization, and industrialization Westernization did not come easy as it was challenged by the landed aristocrats who opposed foreign influence INDUSTRIALIZATION Relied heavily on government-supported finance plans Brought about a massive population growth due to better nutrition and medical provisions Brought a universal educational system Created an explosive growth of towns as rural populations migrated to cities an emphasis on technology and science in education 26
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NATIONAL STUDIES GROUP NOTES: RE-TEACH A group in Tokugawa Japan advocating concentration of specific Japanese culture IMPERIALISTIC GOVERNMENT Sought natural resources for industry and gave ex-samurai jobs in the military Supported Japanese nationalism and foreign expansion to ease the strain caused by Industrial Revolution Russia was the nation that threatened Japanese colonial aspirations most in the lat 19 th and early 20 th centuries 28
Art References http://fr.wikimini.org/wiki/nicolas_de_condorcet http://www.wcc.hawaii.edu/facstaff/nuckols-j/ Hist281.html http://icesickle.livejournal.com/23791.html http://blog.nationmultimedia.com/yurivelasquez/ 2008/08 Shackleton, Robert. Montesquieu: A Critical Biography. London: Oxford University Press, 1961. http://upperdeckblog.com/?p=603 http://uk.geocities.com/rainforestwind/meiji.htm O Gorman, Juan: mural. [Photograph]. Retrieved June 25, 2009, from Britannica Student Encyclopædia: 29